Exploring Integration of Higher-Order Thinking Skills in Primary-Level English Textbooks: A Comparative Study of Sindh (Pakistan) and India

Abstract

This study investigates the integration of Higher-Order Thinking Skills (HOTS) in primary-level English textbooks from Sindh (Pakistan) and India, focusing on Classes III to V. Using a quantitative content analysis approach, all post-reading exercises and questions were categorized into Lower-Order Thinking Skills (LOTS) and HOTS, with the latter further classified into Analysis, Synthesis, Evaluation, and Mixed HOTS based on Bloom’s Taxonomy. Findings indicate that Sindh’s textbooks predominantly emphasize LOTS (71%), with HOTS accounting for only 29%, heavily favoring Synthesis and underrepresenting Evaluation. Alignment analysis reveals inconsistencies between textbook exercises and curriculum Student Learning Outcomes (SLOs), particularly in Analysis and Evaluation, indicating gaps in promoting evaluative and decision-making skills. In contrast, Indian textbooks demonstrate a stronger and more balanced integration of HOTS (62%), with systematic distribution across cognitive domains and inclusion of Mixed HOTS tasks that foster multi-domain engagement. The study highlights the need for strategic enhancement of Sindh’s textbooks to better align with SLOs and promote comprehensive cognitive development in primary learners.